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9 lessons found; showing 10 per page, sorted by Title...
Showing Grade 7, Unit 7b, The Aztecs and the Incas
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Aztecs Meet the Spanish

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Description: Spanish explorer Hernan Cort s encountered the Aztecs in 1519 and conquered them in 1521, claiming their empire for Spain. He then destroyed the Aztecs capital city of Tenochtitlan and rebuilt a Spanish city on its ruins. It is the year 1527 and an Independent Counsel has been chosen by the College of Cardinals of the Roman Catholic Church to determine a policy for the Church toward future exploration, conquest and conversion of the native people of Mexico. You and your partners will represent either the Spanish or the Aztecs. You will be assigned a role and asked to find information and report to the Special Counsel so that he may help to formulate the Church Policy. The Spanish will want to present an argument supporting the conquest. The Aztecs will want to present logical objections to the actions of the Spanish. Standards 7.7.2 and 7.7.3

Author: Gina Otto, Granada Middle School

Lesson ID: 117

Stolen Art: Finders Keepers

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Description: Who should own the priceless treasures of the world? As a result of wars over the centuries, countless works of art that were created by one culture now rest in the museums or private collectons of people in other parts of the world. You will research one of the famous cases of lost art and decide which country should now control these treasures. Standards 6.4.8, 7.7.4, and 10.8.2

Author: Dede Tisone-Bartels, Crittenden MS

Lesson ID: 982

Aztec Conquest and the Birth of a New Race

Description: Dona Marina or La Malinche, the woman who helped Cortez, will be put on trial by the class. Some students will be required to defend her as a heroine, others will prosecute her as a traitor. The class will form the whole court to hear the judge, jury, defense, and prosecution. Everyone will also read a short historical fiction of Rudolfo Anaya's The Legend of La Llorna. Standards 7.7.2 and 7.7.3

Author: Cassie S., University of Florida

Lesson ID: 115

Aztec Legends

Description: Explore Aztec culture and geography through literature. Pick one of the following activities or do them all! Read the tale "Aztec Snow White" and one of the Grimm versions of "Snow White" then complete a Venn diagram comparing and contrasting the two versions. Using information from the folk tale and from web sites on Mexican volcanoes, write a poem about each volcano. Read two versions about the Aztec Sun, complete a Venn diagram and visit web sites that provide background on Aztec religious beliefs and the practice of human sacrifice. Then write a pursuasive letter from the point of view of either the Spanish or the Aztecs. Create a poster using illustrations similar to those found in the codices to retell one of the folk tales. Standards 7.7.3 and 7.7.4

Author: Lisa Burch, SCORE Language Arts Cyberguide

Lesson ID: 116

Cabeza deVaca: Human Rights and the Exploration of North America - A Unit of Study

Description: Spanish, French, English, Dutch and Portuguese explorers came to America. Learn about Spanish explorer Cabeza de Vaca, where he explored and how he related to the people he found. How was Cabeza de Vaca similar to and different from other conquistadors? Which route do you think Cabeza de Vaca took? What does "meeting the other" mean to you? What basic rights do YOU think all people possess? This lesson will be enhanced through the PBS program and website "Conquistadores" There are six lessons in this unit. They require Acrobat Rader to access. Standards 5.3.1, 5.3.2, and 7.7.3

Author: Susan Booth Larson, PBS TeacherSource

Lesson ID: 175

Cortes and the Aztecs: Different Views of the World

Description: Explore the differences between the Spanish and Aztec views of the conquest of Mexico through these six exciting activities. For example: Make your own Aztec Codex; Make Your Own Conquistador Compass; Host an Aztec News Tonight (a mock news broadcast from the Aztec perspective); Use Art to Interpret History (examples of poetry and visual art); Letter from Marcos (read about Chiapas Today to see the impact of the conquest); and Debate the Cortes Quincentennial Resolution. Requires Acrobat Reader. Standard 5,4,5 and 7.7.3

Author: Susan Booth Larson, PBS Teacher Source

Lesson ID: 264

Effects of Contact on the Indians and Europeans: 1492-1673

Description: Identify the positive and negative effects of contact on the Indians and the Europeans. Judge whether contact was good or bad from the point of view of the Indians or Europeans. Write a personal narrative from the point of view of either a European or a Native American. The background reading may be difficult, so work in groups or use your textbook as an alternative source. Standards 5.3.2, 5.2.3, and 7.7.3

Author: Council for Citizenship Education, Crossroads Curriculum

Lesson ID: 346

Legend of La Llorona

Description: In this SCORE Languge Arts CyberGuide, explore a popular legend of the Southwest and Mexico on multiple levels using trial proceedings, research techniques, and poetry. Standard 7.7.4

Author: LindaTaggart-Fregoso with Ann McCarthy and Marcia Garcia-Venega, SCORE Language Arts CyberGuide

Lesson ID: 641

Pizarro and the Incas

Description: Why do you think that such a well-governed and peaceful empire, which stretched 2,500 miles from Ecuador south to Chile, could have been conquered by only 200 Spanish Conquistadors? What is the legacy of the Incas? Explore the answers to these questions through six exciting lesson activities that may be downloaded in PDF format and do not require an internet link:Compare Creation Stories; Count With Quipus! One Potato, Two Potato, Inca-Style! Is That Your Final Answer? Group Diary and What Ifs? Requires Acrobat Reader. Standard 7.7.3

Author: Susan Booth Larson, PBS Teacher Source

Lesson ID: 822

9 lessons found; showing 10 per page, sorted by Title...
Showing Grade 7, Unit 7b, The Aztecs and the Incas
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